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UNITED STATES 



HISTORY WORK 



FOR THE GRADES 



AND 



TOPICAL OUTLINES. 



COPYRIGHTED NOVEMBER i6th, 1897. 



See last page for a List of Books for Reference. 



NITED STATES HISTORY WORK 

FOR THE GRADES 



ADAPTED FROM 

THE PATHFINDER 



LEE & SHEPARD 



AND 



TOPICAL OOTLINES. 



HAMILTON KING, A. M, 
Olivet, Michigan. 



1 



C^/ 



FIRST AND SECOND GRADE WORK. 



ONE-HALF HOUR A WEEK. 

In the first and second years simple anecdotes should be read or told to 
to the pupils. As the main thing to be kept in mind here is to interest the 
children, these anecdotes should deal, for the most part, with that which is 
extraordinary or full of adventure. 

Please note that no mention is to be made of time or place, as chronology 
and geography belong to a later stage. Nor is it desirable that all of the 
characters or incidents be taken up in regular order. 

Children of the age we have in mind can have only the most rudimentary 
ideas of time and place relations. Of course it is easy to tell them the date 
of any event, and teach them to associate the idea with it. But 1492, 1607, 
and 1620 are altogether without meaning, because the child can know 
nothing of the ideas here symbolized. "Yesterday," "last night," "last 
year," appeal to him; but the expression " one hundred years ago " is as 
meaningless as the inscriptions on the Babylonian monuments. These 
stories and incidents may be taken up in chronological order, if the teacher 
prefers. Such a course can do the children no harm. But their little 
brains should not be forced to puzzle over dates. 

The object should be to enliven the interest of the children by making 
as vivid as possible characteristic incidents in the lives of those who have 
found a worthy place in the annals of their time. Children at this stage 
take in far more than they can tell; so do mature minds when dealing with 
the highest and noblest in literature. 

If the child is more interested in the early life of Abraham Lincoln than 
in the romantic adventures of Columbus or Pizarro, begin there. If he en- 
joys the simple stories of Barbara Frietchie and Eddy the drummer-boy, 
more than the recital of Paul Pevere's ride, by all means yield to his pref- 
erence. But let the work be done as carefully, as systematically, as faith- 
fully, as the work in reading and number. Of course it will have to take 
the form of language lessons, in which for a long time the teacher will do 
nearly all the talking. Little should be expected from the children at first, 
but they will grow rapidly, and will in time give back nearly all they hear. 



Many of the stories should be told, some should be read. The book, if well 
selected, will tell the story in language very different from that which the 
teacher uses, and it is important that the children should soon begin to be 
made acquainted with such literary form of expression. 

We wish to caution teachers, however, against doing very much of this 
reading during the first two years. By far the greater number of anecdotes 
and incidents should be told. Everything will depend, too, upon the 7iiay 
in which the telling is done. The teacher herself must feel a deep interest 
if she would arouse any enthusiasm among her pupils. The pupils readily 
catch the spirit of an earnest teacher in this as in every other subject. 

Manners and customs should find a prominent place, because in this 
way history is made vivid and picturesque. Nothing will stimulate the im- 
agination more nor give a richer setting for sterner facts than an acquaint- 
ance with the life and society of earlier times. The children should be led 
to associate, in imagination, with the stern New England Puritan, with his 
intolerent, but self-sacrificing spirit, the jolly old Dutchman, taking life 
easily and smoking his social pipe, and the extravagant and hospitable 
Virginian, lording it over a hundred slaves on a vast plantation. Lead the 
pupil vividly to imagine the houses and furniture of these men; what they 
ate and drank; how they dressed; how they travelled; their churches and 
church services; their wedding and funeral customs; and so on. These 
things will clothe skeleton facts with life and color. 

Very free use of pictures during these first two years, and in the sub- 
sequent grades also, is enthusiastically recommended, since frequently an 
excellent picture expresses more than pages of printed description. 
Eggleston's histories, it is well known, are unrivaled in this field, especially 
when manners and social life are considered. Certainly as an aid in lan- 
guage teaching, were we thinking only of pure language, nothing could give 
more satisfactory results. 

A single half hour a week ivill be ample time to devote to this line of -ivork 
in the primary gi'ades. 

During these grades tell stories about the following topics;^The Boy 
Columbus; Columbus and Isabella; The Voyage; The People of the Island; 
Balboa; De Leon; Cortez and Montezuma; Pizarro and the Incas; De 
Soto; Americus Vespucius; Sir Francis Drake; Sir Walter Raleigh; Henry 
Hudson; John Smith; Pocahontas; The Pilgrims; William Penn; Story of 
Samoset; Massasoit; George Washington; Israel Putnam; The Boston Boys 
and the British Soldiers; Benjamin Franklin; Paul Revere's Ride; A Brave 
Little Girl who befriended the Sufferers in Boston; Nathan Hale; LaFay- 
ette; Lydia Darrah; Molly Pitcher; Arnold and Andre; Nancy Harst; Robert 
Fulton; John Brown; Abraham Lincoln; Eddy the Drummer-Boy at Donel- 
son; Barbara Frietchie; John Burns and Jenny Wade at Gettysburg, 

To help the teacher in this story work detailed references are given on 



page six which are especially adapted to younger pupils of the first, 
second, and third grades. 

However for the first two years Monroe's Story of Our Country, Pratt's 
American History Stories, and Eggleston's First Book in American History 
will furnish nearly all that is really necessary for the work, which will 
prove by no means difficult to any average teacher. Teachers who have not 
these books for reference can use any material at hand. 

Commit to memory and learn something about the poem, 
America, Rev. S. F. Smith. 

Children will naturally take more interest in the great historical events 
on their anniversary days than at any other time. Let the entire school 
join in observing the following national anniversaries during the year, but 
hold each grade responsible for the exercises of at least one of these days: 

1732 — Feb, 22, Washington's Birth Day. 

i8og— Feb. 12, Lincoln's Birth Day. 

May 30, Decoration Day. 

1777 — June 14, National Flag Adopted — "Flag Day." 

1787 — Sept. 17, Adoption of U. S. Constitution. 

1492 — Oct. 12, Discovery of America. 

1620 — Dec. 21, Landing of the Pilgrims — "Forefathers" Day." 



DETAILED REFERENCES. 



These references may be used for other years also. We put them here 
because most of them are specially adapted to younger pupils. 

Monroe's Story of Our Country. — Columbus, pp. 9-29; John and 
Sebastian Cabot, pp. 37-46; Sir Walter Raleigh, pp, 46-55; John Smith, pp. 
55-68; Pocahontas, pp. 68-79; The Pilgrims, pp. 79-97; Roger Williams, 
pp. 129-142; Benjamin Franklin, pp. 147-157; Driven into exile, pp. 167- 
127; Washington's Boyhood, pp. 179-185; Stirring times in Boston, pp. 193- 
200; Arnold, the Traitor, pp. 252-259. 

American History Stories. Volume I. — The Boy Columbus, pp. 
13-15; Columbus and Isabella, pp. 19-22; Voyage of Columbus, pp. 22, 23; 
The People Columbus found, p. 24 (Indians. Tell about them. See 
Eggleston's History for pictures); Sad Days in Life of Columbus, p. 25; 
Story of Balboa, pp. 42, 43; John Smith and Pocahontas, pp. 48-52; The 
Pilgrims, pp. 57-63; Samoset, pp. 122-124; William Penn, pp. 93-99; 
Farmer Dustin, pp, 139-141. 

American History Stories. Volume II. — The Boston Boys. pp. 19- 
22; A Brave Little Girl, pp. 23, 24; Paul Revere's Ride, pp. 41-44; "Free 
and Equal," pp. 87, 88; Story of Lydia Darrah, pp. 89, 90; Tne Fox of the 
Southern Swamp, pp. 108-110; Putnam and the Wolf, pp. 116, 117; 
Nancy Hart, pp. i46, 147, 

American History Stories. Volume III. — Fulton's Steamboat, pp. 31- 
33; The American Army of Two, pp. 50-54; John Brown, pp. 131-137. 

American History Stories. Volume IV. — Abraham Lincoln, pp. 5-12; 
Young Col. Ellsworth, pp. 29, 30; Eddie, the Drummer Boy, pp. 44-47; A 
Brave Boy at Fort Henry, pp. 59, 60; A Plucky Boy at Fort Donelson, pp. 
63, 64; The Mock Funeral, pp. 95-98; Sharpshooters, pp. 98-100; Joe 
Parsons, pp. 102, 103; The Home Aids of the War Picture, pp. 103-110; 
John Burns; Jenny Wade, pp. 130, 131. 

Eggleston's First Book in American History. — Columbus, pp. 1-17; 



John Smith, pp. 23-34; Story of Pocahontas, pp. 35-40; Hudson, pp. 42-49; 
Myles Standish, pp. 49-53; William Penn, pp. 59-66; Boyhood of Franklin, 
pp. 86-89; Young George Washington, pp. 102-108; Daniel Boone, pp. 134- 
140; Morse and the Telegrah, pp. 161-170; Early Life of Abraham Lincoln, 
pp. 171-176. 

Blaisdell's Stories of the Civil War. — The Death of Col. Ellsworth, pp. 
25-27; Little Eddie, the Drummer Boy, pp. 36-41; A Thrilling Experience 
in a Balloon, pp. 47-53; How a Boy Helped McClellan, pp. 62-67; Old Abe, 
The Soldier Bird, pp. 68-73; A Boy's Experience at the Battle of Fredericks- 
burg, pp. 74-81; Two Scouts who had Nerves of Steel, pp. 113-119; The 
Message of Life, pp. 129-137; The Perils of a Spy's Life, pp. 146-152; The 
Horrors of Andersonville Prison, pp. 158-163; The Hero- War, pp. 169-177; 
Barter and trade in Andersonville Prison, pp. 178-181; Bread cast upon the 
Waters, pp. 182-186; Running the Blockade, pp. 197-207; Boys in the late 
War, pp. 208-215; How they lived in the South during the War, pp. 216- 
221; Foes become Friends, pp. 222-229. 

Lee and Shepard's The Boston Tea Party. — Story of throwing over- 
board the Tea, pp. 13-18; The Skirmish at Lexington, pp. 22-28; The Fight 
at Concord, pp. 29-43; Fifer's Story of Battle of Saratoga, pp. 44-46; 
Arnold's Expedition against Quebec, pp. 47-67; The Green Mountain Boys 
at Ticonderoga, pp. 68-75; Gen. Putnam's Ride down the Precipice, pp. 67 
-79; Gen. Stark and the Battle of Bennington, pp. 80-97; Gen. Sullivan 
saved by his Wife, pp. 98-107; Washington's Escape from Capture, pp. 
114-125; The Cruelty of Tarleton, pp. 126-134; The Mutiny at Morristown, 
PP- 155-173; The Battle of Bunker Hill, pp. 174-182. 

Johonnot's Grandfather's Stories. — The Boston Boys, pp. 69, 70; Wash- 
ington and the horse, pp. 71-74; Our Grandmothers at School, pp. 74-81; 
The Boston Tea Party, pp. 81-85; Rebecca, the Drummer, pp. 88-97; Daniel 
Webster as a Boy, pp. 97-100. 

Johonnot's Stories of Heoric Deeds. — Columbus and the Eclipse, pp. 
25-27; The Pequots, pp. 27-29; The Story of Mrs. Dustin. pp. 31-34; 
Frances Slocum, pp. 39-43; Obed's Pumpkins, pp, 43-50; The Gaspe, pp. 
50-53; Ethan Allen, pp. 53, 54; Gen. Prescott, pp. 56-58; Prescott and the 
Yankee Boy, pp. 58-62; The Daring of Paul Jones, pp. 66-71; LydiaDarrah, 
pp. 77~8o; The Tory's Horse, pp. 83-87; Gen. Schuyler, pp. 87-92; Story of 
Franklin's Kite, pp. 123-126. 

Johonnot's Stories of Our Country. — Ponce de Leon, pp. 7-9; De Soto, 
pp. 9-15; John Smith and Pocahontas, pp. 15-24; Henry Hudson, pp. 24-29; 
Massasoit, pp. 29-32; Roger Williams, pp. 32-37; King Philip, pp. 37-44; 
The Three Regicides, pp 48-52; The Charter Oak, pp. 60-64; The Acadian 
Exiles, pp. 66-72; William Penn and the Indians, pp. 72-77; George Wash- 
ington, pp. 85-94; Patrick Henry, pp. 94-98; Israel Putnam, pp. 98-108; 



The Youth of Franklin, pp. 108-115; John Paul Jones, pp. 115-123; Gen. 
Marion, pp. 126-131; Ethan Allen and Ticonderoga, pp. 135-140; Valley 
Forge, pp. 140-146; Arnold and Andre, pp. 155-160; Champe, pp. 160-166; 
Perry and Lake Erie, pp. 177-187; The Star-Spangled Banner, pp. 187-192; 
Battle of New Orleans, pp. 192-199. 

Moore's Pilgrims and Puritans. — Indian Customs, pp. 7-17; The Pil- 
grims at Scrooby and Holland, pp. 20-25; Voyage to America and Settle- 
ment of Plymouth, pp, 26-49; Reception of Pilgrims by Indians, pp. 50-66 
and 70-76; The First Thanksgiving, pp. 66-70; Massasoit's Illness, pp. 76- 
82; Boston in England, pp. 92-98; The First White Settler of Boston, pp. 
99-110; Governor Winthrop and his Puritan Followers in England and 
Boston, pp. 115-152. 

Hale's Stories of Discovery. — Columbus's First Voyage, pp. 7-24; The 
Discoveries and Voyages of Vasco Da Gama, pp. 34-59; Magellan and the 
Pacific, pp. 59-86; Sir Francis Drake, pp. 86 107; The first settlement in 
Jamestown, pp. 131-136; John Smith and Pocahontas, pp. 136-146; Trap- 
per's Life, pp. 223-227; A Herd of Buffalo on the Prairie, pp. 227, 228 and 
248-250; A House of the Aztecs, pp. 250, 251. 



THIRD GRADE WORK. 



TWO HALF-HOUR PERIODS A WEBK. 

In the third year the work may rightly begin to take on a wider scope. 
We can now, in a very simple way of course, begin to touch upon great 
movements, still stripped of geography snd chronology; but in the main we 
must confine ourselves to biogrnpliy, for it is the human element that, in the boy 
as well as in the man, awakens interest. In the selection of topics, however, 
a little more method should be used than in the first two years. We 
recommend that from this point on to the time when the text-book is reached 
the topics be divided into five groups, and that these topics be taken up in 
chronological order. The following are the groups we have selected: — 

1. Explorers and Discoverers. 

2. Colonization or Settlement. 

3. The Last French War and the Revolution. 

4. The Republic from 1789 to 1820. 

5. The Republic from 1820 to 1865. 

Something should be done with eacli one of these five groups every year, 
in order that the boy who leaves school early in life may learn at least a 
little about each of the leading epochs of our national history, If the 
teacher prefers, he may select only one or two topics from each group, 
since these will easily serve as types for all the rest. Bearing in mind con- 
stantly that those topics are to be preferred that will kindle the most 
enthusiasm. The aim should be so to interest the children that they will in 
time be eager to read for themselves more about the period than they may have 
in hand. The result, with the average boy, will be highly satisfactory, for he 
will develop an appetite for biography, history, and books of travel, and 
will unconsciously store away moral strength for a future day of usefulness. 
There is no doubt that the topics can be treated so simply that children will 
thoroughly understand and enjoy them. N'p attempt at anythittg mote than 
the most skefchy 7vork should be thought of. A few seeds lodged in the 
children's hearts will bring forth much fruit in later years. 



10 

During the third grade tell stories in a simple way about the following 
topics: — 

Group I. Explorers and Discoverers. 

Columbus; Americus Vespucius; De Leon; Balboa; Cortez and 
Montezuma; Pizarro and the Incas; De Soto and the Mississippi; 
The Cabots; Drake; Raleigh and Queen Elizabeth; Gosnold; 
Champlain; Marquette; La Salle: Henry Hudson. 

Group II. Colonization. 

John Smith; Pocahontas; The Mayflower and the Pilgrims; Myles 
Standish; Roger Williams; William Penn; The settlement of Con- 
necticut; The Pequot War; King Philip's War; The Indians; The 
Dutch and New Amsterdam; Importation of Slaves. 

Group III. 77ie Last French War and the Revolntion. 

Anecdotes of Last French War; Story of Washington's Journey to 
the French Forts; The Acadians; Braddock's Defeat; Wolf and 
Montcalm; Patrick Henry; Boston Tea Party; Paul Revere; Battles 
of Concord and Lexington; Joseph Warren; Battle of Bunker Hill; 
La Fayette; Valley Forge; Marion the Swamp Fox; Israel Putnam; 
Benjamin Franklin and the Lightning Rod; Arnold the Traitor and 
Andre the Spy. 

Group IV. 1 he Republic from lySg to 1820. 

Eli Whitney and the Cotton-gin; Daniel Boone and tlie Indians; 
Thomas Jefferson; Fulton and the Steamboat. 

Group V. The Republic from 1820 to i86j 

The Railroad; Morse and the Telegraph; The story of Slavery ; 
John Brown; Abraham Lincoln; Anecdotes of the Civil War 
(especially those that cultivate a patriotic spirit and show how the 
"The Boys in Blue" suffered). 

l^each these dates thoroughly : 1492, 1607, 1620. 

To help the teacher in this story work detailed references are continued 
through this grade and may be found on page six with those for grades one 
and two. 

Commit to memory and learn something about the poems, 
Barbara Frietchie, J. G. Whittier. 
The Landing of the Pilgrims, Mrs. Felicia Hemans. 

Use pictures as in grades one and two. 

For the observation of national anniversaries, consult the work for grades 
one and two. 



11 



FOURTH GRADE WORK. 



TWO HALF-HOUR PERIODS A WEEK BESIDES SUCH SUP- 
PLEMENTARY READING AS CAN BE DONE. 

In the fourth year geograpay should be begun. The method of topic 
grouping for the fourth year will be better understood, perhaps, by a refer- 
ence to Group II, which deals with colonization. The thirteen colonies 
naturally divide themselves into three sections, the New England, the 
Middle, and the Southern. Massachusetts is selected to represent the New 
England group, Virginia to represent the Southern, and Pennsylvania or 
New York to represent the Middle Colonies. When the pupil gets a fairly 
good idea of colonial life in any one of these representative colonies, he 
will have an intelligent notion of the section itself. To the possible objec- 
tion that there will not be time at this stage to learn something about each 
one of these typical colonies, it is suggested that two only be taken up, and 
if there is not sufficient time to lear something of two, touch upon one only. 
T/ie thing insisted upon here is that in every year the boy shall learn some- 
thing about colonization, and whether he takes one type for a given group, 
or more than one, is immaterial. That will be a question for the teacher to 
decide in each case. That which most truly succeeds in stimulating a 
desire to know, and in arousing the keenest interest, will determine for the 
teacher the right plan to follow. 

Since the course here marked out assumes tliat the children are six years 
old when they enter upon it, they are in their tenth year when the fourth 
year work is begun, and they will absorb these live facts with eagerness and 
rapidity. They are not prepared to dig deep into the logic of historic 
development, but they are prepared to skim over the surface and cull out 
material here and there which will be invaluable to them in later years 
when the relation of cause and effect has for them a distinct meaning. Our 
purpose is to give them a few interesting facts about a great many things. 
What they learn under the best teachers is ver)' little compared 
with what they will acquire by their own reading, if once they 
learn to read for themselves. Whatever is most conducive to such an 



12 



end is most serviceable to them; for it cannot be too strongly emphasized 
that it is not cramming indiscriminate facts into children's memories that 
develops strong intellectual and moral fibre. The spiritual must grow 
with the intellectual. The real teacher is one who can inspire as well as 
instruct, and he can find no better test of his skill than is to be found in this 
historical work 

Throughout the fourth grade tell stories, talk in a simple way and read 
about the following topics: — 

Group I. Explorers and Discoverers. 

Same as third year except that the settlement of St. Augustine is 
added. 

Group II. Colonization. 
a. Virginia — 

John Smith and his Explorations; The Starving time and the Com- 
ing of Lord Delaware; Bacon's Rebellion and Governor Berkeley. 
/'. Massachusetts — 

The Pilgrims, their sufferings and Early Experiences; Myles Stand- 
ish; Roger Williams; King Philip's War; Salem Witchcraft. 

c. Middle Colonies — 

New York; Early Settlement; Patroons; Peter Stuyvesant; Dutch 
Manners and Customs; Pennsylvania: centre everything about 
William Penn. 

d. Pupil's own State. 

Settlement of Detroit; Pontiac's Conspiracy; The Jesuits; Marquette 
and Ignace; any interesting facts connected with the history of 
the town in which the school is located; Manners and customs 
prominent. 

Group III. The Last Frettch War and the Revolution. 

Washington in the last French War and the RevolutioN; Braddock's 
Defeat; Wolf at Quebec; Patrick Henry and the Stamp Act; Boston 
Tea Party; Samuel Adams and the Boston Massacre; Paul Revere 
and Concord and Lexington; Joseph Warren and Bunker Hill; 
Israel Putnam; Nathan Hale; Washington at Trenton and Valley 
Forge; La Fayette and aid from France; Benjamin Franklin; Bur- 
goyne's Surrender; Marion and the Partisans; Arnold and Andre; 
Surrender of Cornwallis; Manners and Customs prominent. 

Group IV. Republic Form lySg to 1S20. 

Eli Whitney and the Cotton-Gin; Thomas Jefferson; Boone and the 
Kentucky Indians; Burr and Hamilton; Expedition of Lewis and 
Clarke; Fulton and the Steamboat; Impressment of American Sea- 
men by England, Perry's Victory. 



13 



Group. V. Republic from 1S20 to 186^. 

The Story of the Railroad; The Story of Slavery; Prudence Cran- 
dall; William Lloyd Garrison; Morse and the Telegrap; Discovery 
of Gold in California; Underground Railroad; John Brown's Raid; 
Abraham Lincoln; Incidents of the Civil War. 

Teach these dates thoroughly: — 

1492, 1607, 1620. 

1775, 1789, 1861-65. 
Add one or two dates in the History of Michigan. 

Supplementary Re.ading, 

Much of this work can be well done in the reading class. Dodge's 
Stories of American History, or Pratt's American History Stories, may be 
introduced in the fourth year of the course here outlined. As the four little 
volumes of Pratt's are not graded, any of them may be used when they are 
introduced. It would suit our plan much better, however, could parts of 
each volume be read during any year they may be used, because each 
volume deals with a different period. Vol. I. covers discoveries and explo- 
rations (Group I in our outline), colonization (Group II), and goes to the 
end of the Last French War. Vol. II begins with the Revolution and goes 
to the formation of the Constitution, leaving the Republic to be discussed 
in thd remaining two volumes. Now, if these four volumes were in one, 
the teacher could combine language and reading so as to make the two bear 
upon the historical work of the same period. Pratt's American History 
Stories can be used in the fifth year also, and the same may be said of 
Dodge's Stories of American History. 

If the objection is raised that there is not time to do all this in our read- 
ing classes, the answer is twofold. In the first place, it will be easy to 
carry out this plan without reading all of these books in the reading class. 
In the second, there will be plenty of time for this reading and much more 
that is equally valuable from many standpoints, if the modern school reader 
is laid upon the shelf, there to enjoy a long and well-earned rest. The time 
is coming when the commonplace, fragmentary reader must give place to 
something that has more merit. 

(Tleography and History. 

From the beginning of the fourth year every event should be located on 
the map. As the growth of history is largely the result of geographical con- 
ditions, it is important that children shall early begin to cultivate the habit 
of associating every fact of history with its peculiar physical environment. 
Constant reference should therefore be made to the map until the pupils 
never think of reading history without having before them a map. This 



14 



habit will be of invaluable service to them, as it will help to make their 
knowledge definite and vivid. At the outset, of course, the teacher will 
have to point out all the places on a large map hanging before the pupils, 
but later the pupils will use their own maps, aided, if necessary, by the 
large map. Suppose the children are talking with their teacher about 
Columbus. Let us see how much geography may serve them. Genoa, 
his birthplace; the Mediterranean on which he sailed when a boy; Portugal, 
which he reached by vessel (trace probable course of vessel); Africa, along 
the coast of which he sailed after leaving Portugal; England, to the north of 
which he then sailed; Spain he afterward visited. The Canary Islands, the 
Atlantic Ocean, San Salvador, Cuba, and the West Indies serve to outline 
his first voyage of discovery. So we might go on sailing in imagination 
with the daring, heroic discoverer until cruel injustice stopped him in his 
remarkable career. 

Make simple oulline maps on ilie board. 

Commit to memory and learn something about the poems. 
Hail Columbia, Judge Joseph Hopkins. 
Patil Revere'' s Ride, H. W. Longfellow. 

For the observation of the National anniversaries consult the work for 
grades one and two. 

Supplementary Reading". 

Dodge's Stories of American History. 

Lee & Shepard, Boston, $0.30. 
Pratt's American History Stories. 

Educational Pub. Co., Boston, 4 vols. $0.36 a volume. 



15 



FIFTH GRADE WORK. 



TWO HALF-HOUR PERIODS WITH SUCH WORK AS CAN BE 

DONE IN SUPPLEMENTARY READING AND LANGUAGE 

LESSONS. 

Tell stories, talk, write, and read about the following topics: — 

Group I. Explorers and Disccwei'crs. 
Same as Fourth year. 

Group IL Colonization. 

Same as Fourth Year. 

Group III. Last French War and the Revolution. 

Same as Fourth Year with the addition of jealously between the 
States and Shay's Rebellion. Cause and effect should be made 
more prominent now. For instance, the causes of the Last French 
War and the Revolution should be clearly brought out. Children 
at this stage can be led to note that every important event is the 
logical outcome of what preceded, and is also a determining force 
in moulding the future, 

Group IV. i he Republic from 178Q to 1 820. 

Same as Fourth Year with the addition of the Prairie Schooner, 
or Western Emigration. 

Group V. 7 he Republic frotn 1820 to i86j. 

Same as Fourth Year with the addition of the following: Tne As- 
sault on Charles Sumner by Preston S. Brooks; What caused the 
Civil War; Fort Sumter; The Mob in Baltimore; Prison Life in the 
Civil War; Lee's Surrender; Flight and Capture of Jefferson Davis; 
Assassination of Abraham Lincoln. 

J each these dates thorout^hly: — 
1492, 1607, 1620, 1733, 
i775-'83. 1789. 1803, 
1812-14, 1848, 1861-65. 

Add one or two dates m the History of Michigan. 



16 



Remember that Geography and History should go hand in hand; there- 
fore let the maps remain before the pupils during every lesson. 

Lan^ua^e and History. 

One great reason why children do not talk or write better in an average 
language lesson is that they have but little to say. Here the teacher is 
probably at fault. Her duly is unfulfilled if the boy is not full of his sub- 
ject before attempting to express his thoughts. Give a subject in which he 
has a genuine interest it will be easy enough so to stimulate ideas that he 
will be willing, not to say eager, to express them. The work in history 
here outlined will easily give the desired stimulus. 

Suppose the children are reading and talking about Putnam. The read- 
ing lesson should be' talked over until the childrenoare sure of a number of 
interesting facts. Let them ask ten questions or make ten statements about 
Putnam. If the special object is to lead them to write short sentences 
without the use of superfluous "ands, " they may be directed to ask ten 
questions and write the answers to them. Then they may be required to 
read the answers in such order as to make a connected narrative. Very 
soon the written questions may be omitted and in their place mental ques- 
tions — questions the children think out before they write the answers in 
consecutive statements — may be substituted. This kind of lesson, if thor- 
oughly taught for a few times, will yield large returns. It requires consid- 
erable mental effort on the part of a child to write short sentences rather 
than to move glibly on with many " ands, " " buts, " and other connectives 
without periods. He needs special help here. At first his sentences will 
not be well connected, but that is not a serious matter. The facility and 
fluency naturally arising from constant practice will furnish the needed 
correction. 

This and every other written exercise, however, especially with children 
in intermediate and lower grammar grades, will be far more successful if 
preceded by much oral work. The facts should all be brought out in con- 
versation lessons and made perfectly clear to the pupil before he is expected 
to write about them. This has been said substantially in the preceding 
paragraph, but is purposely repeated in order to lay special stress upon the 
importance of more oral language than is usually found in the average 
school. Many teachers, feeling hurried by the demands of a crowded cur- 
riculm, hastily give the children a few dim and misty notions and then pro- 
ceed with a language lesson. A few bright children who easily catch ideas 
on the fly, and a very few naturally fluent children ^v■ho can be rather glib, 
without ideas, talk. Tne other pupils sit in their seats dum and listless, or 
else rise in their places only to stammer and stumble or utterly fail. The 
teacher is either impatient or discouraged, and possibly finds fault with her 
apparently careless pupils because they are not more attentive. The same 



17 



children, filled with ideas, will be wide awake, prompt, and eager to tell 
what they are confident they know. 

Let us suppase the children are reading with the teacher about the 
Indians in Higginson's Young Folks' History. Here are the topics that 
have been used:^ — 

Name— how they look -dwellings — roving habits — strength and endur- 
ance — bravery — dress — food — the snow-shoe — the canoe— squaws — training 
children— money — war dances — bow and arrow and tomahawk — religion — 
burial. 

As the hook is read the topics are selected and talked over, the pupils 
making a list of them in note-books. Whenever they talk about the Indians 
thereafter these topics are used as a guide. Finally they write, and then 
each topic has its corresponding paragraph. 

Topics for Columbus in Higginson's Young Folks' History of the United 
States: Birth — early life — what people believed about the shape of the 
earth — what caused Columbus to believe that he should find India by sail- 
ing west — efforts to secure aid — success with Isabella^ — story of the Queen 's 
confessor — sailing for India — fears of the sailors — signs of land— landing on 
San Salvador — visits other islands and returns to Spain — other voyages — 
what he thought of the land he had discovered— death and burial. 

Commit to meory and learn something about the poems, 
Independance Bell, 
The iitar Spangled Ranner, Francis Scott Key. 

For the observation of anni\ersaries consult work for grades one and 
two. 

Siipplenieiitary Readiug. 

Dodge's Stories of American History, f>o. 30. 

Pratt's American History Stories, 4 vols., $0.36 a volume. 

Eggleston's first Book in American History, 

American Book Co., Chicago, $0.60. 



18 



SIXTH GRADE WORK. 



TWO HALF HOUR PERIODS WITH SUCH WORK AS CAN BB 
DONE IN READING AND LANGUAGE WORK. 

Tell stories, talk, write and read about the following topics; — 

Group i. Explorers and Discoverers. 
Same as Fifth Year. 

Group II. Colonization. 
Same as Fifth Year. 

Group III. Last hrench War and the Revolution. 

Same as Fifth Year with the addition of the following: Robert 
Morris; John Adams; Paul Jones; Charles Lee; Gen. Green. 

Group IV. 'I he Repiihlic from i-jSq to 1820. 

Same as Fifth Year with the addition of the following: Causes 
of the War of 1812; Tecumseh and the Prophet and Tippecanoe: 
Constitution and Guerriere; Andrew Jackson and the Battle of 
New Orleans. 

Geoup V. '1 he Republic from 1820 to iSbj. 

Same as Fifth Year with the addition of the following: Andrew 
Jackson and Nullification; Webster and the Union; The Mormans: 
Dr. Whitman and Oregon; The Story of the Seminoles and the 
Cherokees, Causes of the Mexican War; Mason and Slidell; Bull 
Run; The Merrimach and the Monitor; Emancipation Proclama- 
tion and the Draft; Fall of Vicksburg; Battle of Gettysburg; Sheri- 
dan's Ride; Sherman's March to the Sea; Gen. Grant; Gen. Lee; 
Stonewall Jackson; "Jeh " Stuart; Gen. Sherman; Gen. Sheridan; 
Jefferson Davis. 

Dates same as Fifth Year. 

Commit to memory and learn something about the poems, 
7 he .American Flag, J. Rodmad Drake, 
'I he Battle Hymn of the Republic, Julia Ward Howe. 



19 



For the observation of National anniversaries consult the work for grades 
one and two. 

Suppleiueutary Reading. 

Scudder's Short History of the U. S., 

Taintor Bros. & Co., N. Y., $0.60. 
Gillman's Historical Readers, 

Interstate Pub. Co., Boston, 3 vols. $0.36, $0.48, $0.60. 
Abernethy's Franklin, 

Effingham Maynard & Co., N, Y., |o.6o. 



20 



SEVENTH GRADE WORK. 



This work is arranged for the grades in our schools when they become 
thoroughly organized. In the present condition of our District schools, the 
work may well be divided among eight grades instead of seven. Thus this 
seventh grade makes a good outline for the eighth or last years" work 
in the District schools, and a most excellent foundation for the study of United 
States History in the High Schools. 



FIVE PERIODS A WEEK. CONSTANT USE OF MAPS AND 

CHARTS. 

The object of the work in the preceding six grades has been to arouse 
the stiidenV s interesl in and furnisJi him 7vitli the facts of history. During 
these years the story has been emphasized throughout; and all attempt 
at showing the logical relation of the parts has been studiously avoided. 
While the work has been arranged by groups and topics it should be borne in 
mind that this arrangement has been solely for the purpose of aiding the 
teacher in the systematic presentation of the work and not to he /iroiight to the 
attention of the pupil. 

The object of the work in the seventh grade is to show the relation of 
the parts to the whole, to show the logical relation of the facts previously 
learned, and to teach the pupils to use Xh.& facts thus accumulated as factors 
in solving the problems of history. 



21 

I. 

PERIODS OF U. S. HISTORY. 

Object; — To get the relation of the parts. 

,, . . Indians 

/492 ^ , . . . Aborigines Moundbuilders 



Columbus — Prehistoric 



--T Leif Ericson, looo. 

Norsemen qj^j ^ill. 

Spanish, 1492-1565. 
English, 1497-1602. 



1492 1607 

Columbus- Jamestown- Discovery p^e^nch!' i724-Je'su7ts, 166S. 

Dutch, 1609. 



13 Colonies. 



Jamestown- Lexington- Settlement Pre'nch and Indian Troubles, 

1689-1763. 



1775 1789 



Revolution. 



Lexington— Washington— Revolutionary Confederation. 

Slavery and 

^^7 U-. ,-,, r> r. .• 1 Rebellion. 

Washmgton- (?) -Constitutional Reconstruction and 

Freedom. 

These give us the Headlands, the Promontories of History 
which we may clothe more completely as we learn the coast. 

Why are these periods so called? 

Why are these periods so divided? 

Fix the dates 1492, 1607, 1775 and 1789 and the characters and 
events which these dates mark. 



The teacher should be cautioned against attempting anything more than 
a rather superficial survey of the work in its logical order this year. 
Emphasize the p/ace each fact occupies in history and develop it only so far 
as to fix its relation in the sequence of cause and result. 

Discourage the indiscriminate memorizing of dates. Only a very few, 
those pointing out the great landmarks of history, need be learned with 
exactness. But the chronology of historic development must not be over- 
looked. The children must not be allowed to study with slovenly ideas of 
historical sequence, as clearness on this point is absolutely essential to intel- 
ligent knowledge of history. 

Columbus discovered America in 1492, and about fifty years later De 
Soto discovered the Mississippi. Between these two dates the Spanish ex- 
plorers may be found. Ponce De Leon made the first discovery on United 



22 



States territory in 1512, and in 1609 Hudson discovered the Hudson River. 
About how many years are covered bv the Discovery Period? 1607-1733 are 
the extreme dates of colonization. The Revolution, 1775-1783, preceded 
the critical period, 1781-1789. These important events should have grouped 
about them events whose dates need not be learned with exactness. For 
example, we can easily remember that between the close ot the Last French 
War and the outbreak of the Revolution came the Stamp act, the Boston 
Massacre, the Boston Port Bill; but it is by no means necessary to recall 
the exact year when these events took place. When was the cotton-gin in- 
vented? In Washington's administration is exact enough, when the pupil 
knows this administration was from 1789 to 1797. 

We believe it is well to pass over ground rapidly on advance work, and 
then review slowly. When children have gone over the field, even though 
with some haste, they get a better perspective and understand more clearly 
the bearing of previous upon subsequent events. In this connection we 
refer to what has been said upon the right use of charts, for the chart has 
its best use in review work. 



23 

II. 

PERIOD OF DISCOVERY. 

Object: — To learn the territory claimed by each nation. 

'92 San Salvador. 

1492 Columbus(Pinzon, Marco Polo, Iceland). , ^ ^ a,,, ^;^o 

QQ o. America. 

1502 C. America. 

1512 De Leon — Florida — Fountain of Youth. 

'13 Balboa — Pacific Ocean — P'ugitive from Justice. 

Spani.sh '18 Cortez — Conquered Mexico — Montezeumas. 

1520 Magellan — Round the World. 

ijlfi De Soto — Miss. River, west to Ark. Wealthy from conquest 

of Peru. 

'43 Cabrillo — Pacific Coast to Oregon. 

'65 Melendez — St. Augustine — Oldest town in U. S. 

Santa Fe, 1582, next oldest, (Espejo). 

/./V7 Cabots, John and Sebastian — C. Breton and At- Tnrkevs 

lantic coast. , c„ L^ 

3 Savages. 

1580 Drake — From India along Pacific cost — San Fran- 

English Cisco. 

•Q ■v\r T? 1 • Vn Amidas and 

b4 \v. Kaleign sent Barlow— Named Virginia (Virgin yueen. 

Elizabeth). 
1602 Gosnold — Short Route — Buzzard Bay Settlement. 

Ij^d Verrazzani — N. Scotia to Carolinas. 

'34 Cartier — St. Lawrence. 

1605 De Mont — N Scotia, Pt. Royal, ist French Settle- 

French ment. 

08 Champlain — Quebec, L. Champlain. 

Jesuits — Marquette, La Salle, etc , (Sauk St. 
Mary), 1668. 
Dutch 1609 Hudson — New York. 

Note — The cause of this movement towards the New World 
lay in the general awakening of the Old World; 

Printing Press, 1835-58, Guttenburg of Strasburg. 
Revival of Learning — 1464 Study of Greek in Itlay. 1532 Astron- 
omy. 
Copernicus- J^^f ^°P^' ^538. j^ther 1538, 

Studyof the Bible, Tyr.A^X^ 1536. 

Reformation — ' Huss, Luther, Puritans. 
Persecution — • Huss 1415, Cranmer and Puritans 1550, St. 

Bartholemew 1572. 
Navigation — Spain, Poitugal, England, Mercators' Chart 1550. 
Large trading Cos. in Eng. (Mariner's Compass, 
already known to Chinese and Arabians, was im- 
proved, 1302 by Giova of Naples) 

On an outline map made upon paper or the board trace the territory 
claimed by each nation. Write on this the names of the discoverers in their 
respective locations and the date of each. 



24 

III. 

SETTLEMENT PERIOD— 1. 1607-1775. 

Object; — To secure Religious Freedom, to establish a Representative 
Government. This is the mission of the New World. 

The English claim the Atlantic Coast by Cabot's Discoveries. 

The London Co. in 1606 was given land between 34 degrees and 38 
degrees from Atlantic to Pacific. 

The Plymouth Co. in 1606 was given land between 41 degrees and 45 
degrees from Atlantic to Pacific. 

These colonies were governed by a Royal Council in England, a Royal 
Council in the colony and they worshiped in the t ugbsh church. 

Cavaliers were people loyal to the King and to church of England 

Puritans were people loyal to the King but opposed to the church of 
England. 

PiLGiMS were Puritans who for positive views on Religious Freedom be- 
came Pilgrims, wanderers from native land. 

Charter Colony — Government by the leoflc of the Colony in accordance 
with a Charter secured from the King 

Proprietary Colnoy. — Government by the Propnelors or Stockholders 
or Owners according to a Charter from the King. 
Royal Colony — Governmant by Royalty, the King. 

13 New England— N. H., Mass., R. I., Ct 4 

Colonies Middle— N. Y. , N. J., Pa., Del 4 

Southern— Md., Va., N. C, S. C, Ga 5 

ibcj Jamestown — 105 English Emigrants— ("rtrv?//(?r.y. 

'10 Famine. 

T • , ■ T^. J -J- ji God in Man. 

r Legislative r reedom — ieardle\ — lt li: u 

lOiQ -, ^ „, ' Selfishness. 

^ Negro Slaver}- — 20 — 

1620 Women — 120 lbs. of Tobacco — Home. 

Virginia 1621 First written Constitution in America. 

Governor. Council, Burgesses, latter liaving \eto power. 

1622 Massacre. 

1624 Jame.s took away Charter — Royal Gov't. 

1660 Navigation Act (Charles II). tiives rise to two parties, 

Aristocrat and F'eople. 

1676 Bacon's Rebellion. 

Be simple in your conversations with the pupils about the subjects. As- 
sign lessons by topics, not by sections or pages of a text-book. Require the 
pupils to recite in their own language. While no text-book is relied upon, 
encourage the pupils to consult histories and to read any books or articles 
illustrating the period studied. 

On an outline map trace the grant of the Plymouth Co. and the London 
Co. 



25 

IV. 

SETTLEMENT PERIOD II. 

Object: — See Settlement Period 1. 

1608 Superior and Inferior Council creatures of 

the King. 

1609 Conncil chosen by stockholders and 

ofiicers by council. 
Virginia's Charters 161 2 Council abolished and stockholders given 

full power. 
1621 Stockholders give Colonists such liberty 
that Burgesses can veto action of stock- 
holders themselves. 
Ckayacters of la. J"e. Smith, VearJ/ev, Bcikeley, Bacon — Cavaliers. 

Plymouth Co s Grant, 1606, lay idle till 1618. Jno. Smith having explored 
it named it New England, and encouraged the formation of New Co., Cotinci/ 
of Plymouth for Gov't of N. E. To this Co. James I, gave almost Ihtlimited 
Powers and Liberties. Why, is not known to this day. 

John Robinson and Pilgrims to Amsterdam 1608 attracted by this begin 
the 

Colony of Ma.ssachusetts. Pilgrims 102, Jno. Carver (died that 

winter) Bradford 30 years Governor. 

£ T)i iU T^ Mayflower and Speedwell. Tno. Rob- 

1620 Plvmouth — Dec. 21 . -' . ^ . j 

mson never m America. 1027 eight 

Colonists paid $9,000 for all rights 

from the hands of Proprietors. 

Puritans — Bought territory of Co. of 

Plym., etc. King gave Charter to 

1628 Mass. Bay Colony lake to .America as evidence of 

Liberty — Jno. Endicott. 
Encouraged by this 

1630 Boston J*^"- ^Vinthrop and 300 families come. 

1635 Roger William Free Ballot. Indian's Rights- 

Baptist Church — Banished to R, I. 
'37 Anne Hutchinson — Woman's Rights. 

, XT Connecticut 

1043 New p, , 

Eng. Jt;iymoutn ^^^. j^^jj^^ ^^ ^jj Freemen. Against In- 

Confed- ty^''^ dians, Dutch and French. 

Haven, 

^ ' Boston. 

Quakers and Witchcraft. 

1675 King Philip's War weakens Colonies, hence Navigation Act. 

1686 James II., Jealous, took away Charter — .4ndros. 

i6gi William and Mary gave Royal Charter. 



House of Stuart. 

1603 James I. An unruly Parliament. i68g Wm. Ill and Mary placed on 

1625 Chas. I, beheaded 1649. 1702 Anne. throne. 

1649 Cromwell, Leader — Common- Gt. Britain 1707. 

wealth. 
1660 Chas. II, Recalled King. Hanover. 

1685 James II, Catholic, flees to Georgel, 1714. 

France. George II, 1727. 
George-III, 1760. 



26 



V. 



SETTLEMENT PERIOD— III. 



Object: — See Settlement Period I and II. 



Massa- 

chusett's 

Charters 



1616 Almost unlimited powers given Proprietors. 

1627 Plymouth bought all rights of Proprietors. 

1628 Mass. Bay bought territory of Co., and King gave 

charter to take to America. 



CImrnders of Miiss. — Jno. Robinson, Standish, Bradford, Endicolt, Jno. 
Winthrop, Roger Williams, Anne Hutchinson, etc., Pnritur.s. 

Compare ; a. and Mass. in Gov't, Religion, Education and Industries. 
These are the two colonies to be studied. Trace their influence down to the 
present time^Slavery, Representative Gov't, Free Ballot, Woman's Rights, 
Indian's rights, Civil and Religious Liberty. 



1607 

Virginia's foster 

colonies. 



AT 1 J //^ .V, 1- t> 1- • Protestants) 

Maryland (Catholic, Religious war p ^u i- \ 



North 



and South Carolina (Grand Model of Jno. Locke, 
Slavery in the Constitution). 



New Hampshire (Mason), Rhode Island (Roger Williams, 
F"irst declaration of Liberty of Consicence 1643), 
Connecticut (Andros, Charter Oak, Wads- 
worth, ist Constitution by tite 
Pc'ople in History '39). 

Dutch — Patroons, Stuyvesant, New Amsterdam. 
English — Duke of York, Conquest, Nichols, Negro Plot. 

yuakers — Origin (Jno. P'ox), Wm. Penn, Philadelphia, 
foster colonies — Delaware (Swedes), New Jersey — East and West. 
Cartaret. Presbyterian — Dividing line between 
Cavalier and Puritan. 



1620 
Mass. foster 
colonies. 



New York. 



Pennsylvania, 



^733 
Georgia — 



Oglethorpe, Wesley, Whitefield, Moravians. Refuge for 
Poor, Spanish Claim. 



IDEAS THAT MADE FOR SEPAR.\TION IN THE SETTLE- 
MENT PERIOD. 



Religious 

and 
Political. 



Pilgrims. 






English. 




Long distances. 


Puritans. 




_<6 


Dutch. 




Rough roads. 


Baptists. 




■^ 


Swedes. 




Unsettled country 


Quakers. 




as 


French. 




No Railroads. 


Catholics. 




.S 


Scotch. 


25 


No Telegraphs. 


Cavaliers. 




rt 


Irish. 


No Steamboats. 


Patroons. 




z; 


Spanish. 






Lutherans. 












Moravians, 


(U 


nited Breth 


ern). 






Methodists. 












Presbyterians. 




//c7i" shall -, 


■■If hi'coiiit' a United S hilt's: 


Huguenots. 













VI. 

SETTLEMENT PERIOD. 

Why the name of each? 
Original Colonies Central Idea, religious or civil, of each? 
At least one characteristic man of each? 

Harvard College, Mass., 1636. William and Mary College, Va., 1^73. 
Any lesson? 

At least one characteristic thing of every historical character thus far 
named. Relation of Jesuits and Indians. Any lesson? 

Give historical names and dates thus far for Prehistoric, Discovery and 
Settlement periods. Why historical? 

No man ever wrote the History of our country — one man's iilea of our his- 
tory. Do your own thinking, 

French and Indl\n Troubles — About 75 years, 1689-1763. 
Object: — To Unite the Colonies — To Anglicize America. 

These seventy years determined the race, language, religion and govern- 
ment of America. 

I. King William's War, 1689 — 7 years. 

Cause — James a Catholic exile from England and the Catholics try 
to depose Wm. III. of England. 

Events — Schenectady, Pt. Royal, Nova Scotia (Acadia). 

Results — Treaty of Ryswick — Northern Colonies somewhat united. 

II. Queen Anne'.s War, 1702 — 11 years. 

Cause — Europe objects to France putting a French prince on the 
Spanish throne — "Spanish Succession." 

Events — St. Augustine, Spanish claims on S. C. 1704, Acadia 
(Longfellow's Evangeline). 

Treaty of Utrecht. 
y^f-.w/A— Southern and Northern Colonies united.— French and 
Spanish Catholics. 

III. King George's War, 1745 — 3 years. 

Cause — England helps Maria Theresa regain Austrian Throne 
against the French — "Austrian Succession." 

Events — Louisburg. 

Treaty of Aix La Chapelle. 
Results — Colonies North and South further united (France and 
Spain friends). 

French and Indian troubles continue till French and Indian War 1754. 



28 

VII. 

SETTLEMENT PERIOD V. 

French and Indian Troubles — 75 years. 

Object: — To unite Colonies, etc., 1689-1763. 

IV. French and Indian War, 1754-1763. 

'54-' 58 Defeat. Why? Ignorance and want of concerted action. 
'58-63 Success. Why? Pitt and concerted action. 

National and Religious Antagonism aggravated by recent 
Causes — wars. 

Conflict of Territorial claims in Ohio Valley. 

Du Quesne (Pittsburg), Braddock — Forbes — Washing- 
ton. 
Lonisburg (Acadia — Longfellow's Evangeline), London, 

r,.^ Amherst, Wolf. 

Crown Point and Ticonderoga— Johnson — Lyman, Am- 
herst, 
Niagara — Shirley — Prideaux. 
Quebec — Montcalm — Wolfe — (Gray's Elegy). 

Why are ihesejive the objective points? See map. 

J'iesiilts— '^'^^aty of Paris, 1763. 

Determined the language and religion of America, 

Preparation for the War of 1775. 

1. East of Miss. River, English; west Spanish. 

2. Sectional jealousies allayed and the colonies united, N. and S. 

3. Legislative Bodies, troops raised, supplies voted, taxes by 

Americans and English. 

4. Hence a Feeling of Independence. 

5. Contempt for English army and army officers. 

6. Schooling of such Colonial officers as Washington, Gates, 

Montgomery, Putnam, Stark, Arnold. 

Note — First l^Var 0/ American Origin, Ohio Co., '49. War 
cost $16,000,000 — England paid $5,000,000. Trace 
Washington's ist journey to Lake Erie. 1762 Spain 
helped France against England and lost Havanna. 

Influences that have made for Union in Settlement Period, 

Opposition by Indians — 1643. 
I (Confed. of N. E.) 

fi Opposition by French and S Common Fugitives. 

•5 Indians — 1659-1763. "^ Desire for Liberty. 

•^ Opposition by Spanish — -5^ Growth of Independence. 
O 1702-63. to 

Opposition by English — 1775 

Trace on an outline map the territorial claims at the close of the French 
and Indian War. 



'29 

VIII. 

REVOLUTIONARY PERIOD, 1775-1789. 

Object: — Independence from England. 

Preparation — Population, 2,000,000 (slave, one-fourth; free, three- 
fourths). Occupations (N., S., Middle). Domestic life (travelling, mail, 
money, etc.) Schools, Colleges (Harvard. Yale, Wm. and Mary). Religion, 
Printing Press. 

Revolutionary War, 1775. 

Fro7n no Taxation withoti^ Representation, to no Legislation vntJi- 

out Representation. 

I, f I- Politics and Religion. 2. Geographical situation. 3. Bad 

Causes— hemote— rulers-(Andros and Berkeley). 4. Influence of France. 

, ,. , I. Navigation Act, 1660. 2. Results of French and 

vinneaiate — ^ j- -i^r c 

Indian War, 1763, 

Statute Act S'^"'? ^^' Congress— /'r^/jrr Jor Rights, 

^- J ■ ( I St. colonial Congress). 1765. 

(Otis, Henry) 

Mutiny Act. Colony must support soldiers 

who enforce the tax. 

Boston Massacre. 

Boston Tea Party; hence. 

4. Tax on Tea. Four Intolerable Acts: 

(To prove Eng- a Boston Port Bill — Boston Port closed. 

land's right to /' Mass. Bill — Mass. made Royal govern- 

tax America). ment. 

( Transportaion Bill — Who resists to the 

death, must be tried in England. 

(/ Quebec Act — N. of this, E. of Miss. 

a part of Canada. 

1774, ist. Continental Congress supported Mass. and Declared their Rights 

(yet loyal). 

1775- 
Events — i. Preliminary — Lexington, April ig (Concord, Gage, Pitcairn). 

2nd Cont. Cong., May 10, Declare 
power to protect Rights, $3,000,000. 
20,000 men. Washington Gen. 
Ticonderoga — Allen and Arnold. 
Bunker Hill, June 19, Gage, Howe, Pres- 
'76- '77. cott, Warren. 

2. Washington's Campaign, north-Boston to Phila. dis- 

couragements. (N. Y., Trenton, 
Princeton, Brandy wine, Valley 
Forge). 

3. Independence, July 4, '76. [Cont. Cong. Declared In- 

dependence from King., (Schuyler, 
'77. Stark, Gates, Arnold, Burgoyne. 

4. Sar.atoga Campaign — Victory, hence 

■78. 

5. France acknowledges Independence of U. S. — Howe 

hurries to N. Y. to English. 

6. Greene's Campaign — South — Savannah, Charleston, 

Sumpter. 

„ , , ^ , ,0 Washington. Cornwallis. 

7. Yorktown. Oct. 19, 81. ^^^^^^ ^^^^ ^^^ j^jU^j^ 

Results — Treaty of Paris, 83. Colonial Independence of Government and 

Territory. 



HO 



REVIEW OF REVOLUTIONARY WAR, 

1775. "77. 

Nortli — Defeat — From Lexington to Saratoga (Washing- 
ton's Retreat). Saratoga, 
Oct. I, '77. Turning point 
of the war. 

SoiitJi — Suicess — From Saratoga to Yorktown, Oct. 19, 
'81 (Greene's Retreat). 

On an outline map trace the territorial claims at the close of the Revolu- 
tionary War. 

IX. 

REVIEW. 

Why are the following names Historical? 

Samuel Adams, Jno. Adams, Geo. Washington, Patrick Henry 
Thos. Jefferson, Jno. Otis. Benj. Franklin, Governor Morris, Alexdr. 
Hamilton, Jno. Jay, Jas, Madison, Hancock. 
Answer by at least one Characteiislic fact. 

Get some acquaintance (Author, circumstances or content) with the follow- 
ing papers — May Flower Compact; Albany Plan of Union; Declara- 
tion of Rights; Declaration of Independance; Articles of Confedra- 
tion; Ordinance of '87; Constitution of United States. 

What of Slavery, Free Schools, Township, Religion at this date? 

What have been the Relations of France with America thus far? 

What have been the Relations of Spain with America thus far? 

What have been the Relations of England with America thus far? 

What powers have made for Union thus far? 

Give The History of Slavery thus far. What foreign aid did we 
have in the Revolution? 

Name the Historical characters in Order in the Discovery Period? 
Settlement Period? Revolutionary Period? 

Give the Historical dates of same. 

Give the Territorial changes in the U. S. Area thus far. 

Give the causes for the several wars. 

Give the results of the several wars. 

By what Discoveres did Spain, make her claims in America? Eng- 
land? France? the Dutch? 

What proof have we now that the S, W. was once Spanish and the 

N. and N. W. was French? that N. Y. was once Dutch? 

What were Federalists and Anti Federalists. 

Why did not the Portugese make claims in America? 

Where did the following churches first find expression? Baptist, 

Congregationalist, Presbyterian, Methodist, Catholic, Luthern, 

United Brethren? 
Get a clear idea of Puritans and Pilgrims. Trace the territorial 

changes through which Florida has gone. 



31 

X. 
PERIOD OF CONFEDERATION. 



Note the steps in the developement of our Constitution. 

1643. I— New England Confederacy, formed by Ballot of all Free Men 
against the Indians. 

Connecticut, Plymouth, N. Haven, Boston. 

1754. II — Albany Plan of Union— Franklin says of it, 

' 'Too much Prerogathw for America. 
Too much Democracy for England." 
(June 19) — (The basis of our Constitution) 

1765. Ill — 1st. Colonial or stamp Act Congress — Oct. 7, N. Y. 
Pr.^yer for Rights, from Loyal Subjects. 

1774. IV — ist. Continental Congress, (Phila. Sept. 5, Oct. 26). 
Loylal Subjects — Declare Their Rights. 

^775 V — 2d. Continental Congress — (May 10, Phila.) 

Loyal Subjects — Made Laws to Protect Their Rights 
against Parliaineut, not the King. 

1776. VI— Continental Congress, Phila. — (Colonies declared States.) 

July 4 — Declared Independenxe of King and Parliament. 
(Com. on Plan of Confederation appointed who reported 
in one month). 

1777. VII— Continental Congress, Approved "Plan of Confederation" 

and sent to different State Legislatures for changes and 
adoption. 

1781. VIII— As changed, not signed by delegates of a/t cot^nies till March i, 
'81— Md.— last of all. Causes of delay, a. Western bounds, 
/'. Slavery. This Congress Begins the Confederation 
Period Proper. 

1786. IX — Annapolis Convention called by Washington because of general 

diappointment in the Confederation, Five Colonies repre- 
sented, no results, they adjourned to, 

1787. X — Constitutional or Federational Convention— (Phila., —May— Sept. 

I7-) 

12 Colonies represented. Reported Constitution to take 

effect when nine States ratified it. 

Cong, in N. Y. passed Ordinances of 'Sj — No slaves in N. 

W. Territory. The Constitution as reported from 

the Federal Convention to, 

178S. XI— Congress was approved at N. Y. , and N H the 9th State, rati- 
fied it June I — causes of Delay — a. Representation in small 
States -/'. Senators— no trade in Slavery after 20 years. 

1789. XI — ist. Constitutional Congress, called by Washington (elected 
March 4). 

(Continental Congresses had no power except what the 
necessity of Protection gave). 



S2 

XI. 
CONSTITUTIONAL PERIOD— 1789. 

Men who were a unit on the Declaration of Rights and Independence were 
divided on the Constitution. They knew State Government, they feared 
anything looking toward a Head — hence the country was divided into 
Federalists and Anti Federalists. 

To allay these differences during the first ten years, eleven Amendments 
were passed, (see these amendments), 

THE ADMINISTRATIONS. 
I. Geo. Washington — "The Father of his Country," lySg-'gy. 

T. New Government established — (Ten amendments) At Phila. for 

10 years. 
2. National Rank — Alex. Hamilton. 
^. Cotton Gin — Eli Whitney. 
4. Whiskey Insurrection. 

Jay's Treaty — (War 1812). 
5 Foreign Relations — Genet's Mission — French war. 

Treaty with Spain — Miss. River. 

I -' 3 

6. Vermont, Kentucky, Tennesee. 

II.* John Adams — "The Firm Federalist," 1797-1801. 

"Millions for defence, not one cent for 

1. Quasi War with France— tribute." 

Hail Columbia. 

2. Alien and Sedition Laws — (Issue which elected Jefferson). 

3. Seat of Government at Washington, 1800. 

III. Thos. Jefferson — "The writer of the Declaration of Independence" — 
iBoi-'og — Issue — Federalism — Rebublicauism — Cause — Alien and 
Sedition laws. 

1. Louisiana Purchase — $15,000,000. 

2. Lewis and Clark's Expedition. 

3. War with Tripoli — Decatur. 

4. Steamboat — Robert Fulton. 

5. Berlin Decree, Milan Decree, Orders in Council. 

Embargo Act, Non Intercourse Act. (Napoleon and Europe, 
cost Jefferson his office.) 

6. Foreign slave trade ceases. 

4 

7. Ohio. 

*Adams took Washington's Cabinet. 

Republican (Democratic) party born in Washington's Ad- 
mmistration. 

In first 45 years all presidents served two terms but the two 
Adamses. 

Jefferson and Burr had equal votes for President, the 
wrangle over the decision produced the 12th amend- 
ment. 

Note the order of Admission of the States, Why? 



33 



XII. 



IV. Jas. Madison — "The True Republican" — 1809-17. 

Issue — Free Trade and Sailors' Rights — Embargo and Non Intercourse 
laws. (War or no War). 
1814 — I. Hartford convention — Death of Federal Party. 

2. Bank Re-chartered. 

3. Louisiana, Indiana. 
4. The War of 1812. 

The cause — Impressment of American Seamen-(6,ooo sailors had been forced 
into British navy). 
England Harassed U. S. Commerce — (900 American vessels had 

been captured). 
England's relation to N. W. Territory, 
(inciting Indians — holding claims). 

Note. 1st Half — A failure on land — Politicians as officers, 
18 1 2 and 13 — A success on sea. 

2nd. Half— A success — Trained officers, 1813 and 14. 
4 Campaigns— N. W., N., Coast., S. W. 
E-rents — N. W. //?/// surrenders Detroit — (Brock). 

Harrison defeated at River Raisin — (Proctor). 
Perry victorious on L Erie takes Harrison over to the 
Thames and he defeats British and kills Tecumseh. 
N. Lewiston, York, etc., a failure till. Brown, Scott and Ripley 

at Lundy's Lane and Fort Erie turn the tables. 
McDonough's victory on Champlain closes the Campaign. 

Coast — Privateering on N. E. coast. 

Washington burned — (Cockburn). 

Baltimore saved — "Star Spangled Banner," (F. S. Key). 
S. W. Creek War, Ft. Mims. 
Pensacola and Florida. 
New Orleans — Jackson — Packenham. 

Treaty of Peace, 1814 Dec. 24. N. Orleans, Jan. 8, 1815. 
Established our Navy — Increased our Manufacturing. 

AV.w//,f— Gained the Respect of the World, and self-respect— N. W. terri- 
tory secured. 

Note — England had 1,000 vessels at first. 

America had 12 vessels at first. Americans gained 
12 of 15 duels. 

Each lost about 1,700 vessels. Lawrence, Perry, 
McDonough. 
On an outline map trace the territorial claims at the close of the War of 
1812. 

By colored crayon show on an outline map the order in which the states 
were admitted into the Uniorj until 182P. 



34 



XIII. 

V. James Monroe— "The poor, but spotless President," 1817-182=; 

Issue, none— "Era of good feeling" — Federal Party killed by Hart- 
ford Convention, hence but one party. 

1. Florida Purchase ('\'&cV%on, Seminoles, 1812 War, $5,000,000). Sla- 

very — Our claims on Texas. 

2. Missouri Compromise (36 deg., 30 min. — Mo., Slave— Henry 

Clay — Mason and Dixon line). La. purchase. Maine 

3. Monroe Doctrine. (S. Am. Republics — Maximillian, 1S67 — Pan- 

ama Canal). 

La Fayette, Bunkerhill Monument, ProlecttTe '/'nviff. 
7 8 9 10 II 

Mississippi, Illinois, Alabama, Maine, Missouri. 

XI. J. Q. Adams— "The Old Man Eloquent," 1825-1829. 

Issue — "Scrub race for the Presidency," by Republican Candidate;., 
because but one Party. 

I, The American System. Protective Tariff'. Democratic South, 
National Republicans, North. 

Internal Improvements, Erie Canal, Rail 
Roads^ — Locomotives. 
July 4. 1826, Jefferson and Jno. Adams die. 

The Republican Party was Conceived in this admin- 
istration. 

VII. Andrew Jackson— "Old Hickory" — "The Fighting President"— 1829- 
1837- 
Issue — The American System -Tariff — Democratic Party. 

National Republican. 

1. Rotation in office "To the victor belongs the spoils," Civil Service. 

2. Nullification — Tariff — Calhoun — "By the Eternal I'll hang the 

last one of them." Compromise Tariff — Secession. 

3. Bank or no Bank — Veto, Removal of deposit. Wild Cat Banking 

in the next Administration. 

4. Abolition Party — Garrison. 

5. Washingtonian Movement — Temperance— Indian troubles (Ind. 

Territory 1834). 

12 13 

6. Arkansas, Michigan, 1837. 

Note — rr The Impulse given to Internal Improvements by 
J. Q, Adams's administration was felt exceedingly 
in Jackson's — Anthracite Coal, Screw Propeller, 
Colts revolver, McCormick's Reaper, etc., etc. 
/^Jackson's opposition to U. S. Bank, Civil Service, 
American System, Nullification, State Rights pro- 
duced the Whig Party opposed to a Tyrant. As in 
England, so here. 
Webster, Calhoun, Clay — (Trouble with France), 



3o 



VIII. Martin Van Vuken — "The Shrewd Statesman," 1837-41. 
Jackson's friend, as Jno. Adams was Washington's-Continued J's policy. 

Issue — Jackson or not- „r, • ' Anti Jackson Democrats, 

^ Anti Slave and Tariff Republi- 

cans. 

Panic of '37 — "Wild Cat Batiks. 
iSjj. I. Sub Treasury System — Repeated by Harrison '41 — Re-estab- 
lished by Polk '46, is still in force. 

,!,■.■ r, ,■,■ u ■ . J Abolition movement — Riots — Death 

2. Aholitioti Fetitions Keiected — ^t ■ ^ aix^ 

^ of Lovejoy at Alton. 

3. Mormons — (Jo. Smith, Mo., 111., Utah). 

Maine boundary (Scott) — Canada Rebellion. 

IX. Wm. H. Harrison — Hero of Tippecanoe — Whig Republican. 

Jno. Tyler — ist. Accidental President — Whig Democrat, 1847-49. 

"Tippecanoe and Tyler Too" — Hard Cider Campaign. 
Issue — Finance of the Country. 

Death of Harrison. 
I. Electric Telegraph, F, B. Morse. 

Texas, Mexican Province — Our Claim given up 
-^ Texas \nnhxed- '° ^^^7 as part pay for Fla. Yet, 1836 we gave 
~" ' ' ' Austin a grant of the territory — David Crocket, 

14 Sam. Houston, Slavery — Election issue. 

3. Florida. 

Treaty with England — Criminal law. North boundary line. Anti- 
rent troubles, N. Y. (Patroon Gov't). 

X. J AS. K. Polk — "The young Hickory of the Democracy" — 1845-'49. 

First election returns sent by Telegraph. 

Democrats — Pro. Slavery. 

Whigs — Compromise. 

Issue — Annexation of Texas — Abolitionists — Anti Slavery — Balance 

of power gave the Democrats N, Y. 

and the election. 

1846. Mexican War. 

Boundary of Texas — Neuces, Rio Grande. 
Causes — „, ■' 

Slavery. 

Rio Grande — Taylor. 

P^^ New Mexico — Kearney. 

,i'en i California — Fremont, Sloate and Stockton. 
Vera Cruz to City of Mexico — Scott. 

,. n 7j.f 'y °* ^"^'^^^^P^-Mexican Cession, 
AV..«/A— Wilrnot Proviso. ^^^ j^^ 

Free Soil Party. •■ -" • f j< • 

15 16 17 

1845. Texas, Iowa, Wisconsin. 

Oregon Country — "Fifty-Four, Forty or Fight." 
Gold in California, '49. 



XI. Zachary Taylor — "Old Rough and Ready," 1849-53. 

Millard Fillmore — Second Accidental President. 

Issue — "Slavery in the Territories" — but both Dem. and Whigs 

dodged the question, and Free Soilers gave N.Y. and the Election 

to the Whigs. 

1. Death of Taylor. 

1 California No Slaves. 

2 Texas $10,000,000 for claims on N. M. 

2. Compromise of 1850 or 3 Question of Slavery in rest of Mexican 

"Omnibus Bill" — Cession left open (Clay). 

4 No Slave Market in D. C. 

5 Fugitive Slave Law. 

The turning point in the Qttestion of Slavery. 

3. Maine Law — (Temperance). 

18 

4. California — Pacific R. R. "The Negro is property," 

Note — a The Whig Party refusing to assume Slave issue, 
splits and lines become definitely drawn, North and 
South — Slavery or no Sla7'ery. 

b Several old leaders die — Clay, Webster, Calhoun, 
etc., and their places are taken by men more pro- 
nounced on the question of Slavery — Sumner, Chase, 
Seward, Jefferson Davis, etc. 

XII. Franklin Pierce — "The Yankee President,"' 1853-1857. 

Democrats — Slavery. 

T c/ /c -i- 01 T \ Whigs — Compromise— "Know- 

Issue — Slavery (Fugitive Slave Law) — °. . ,y 
■^ ^ ^ nothings. 

Free Soilers — Anti Slavery. 

"Squatter Sovereignty" — Kansas War, Jno, 
Kansas Nebraska ^^^J^o^n--yi.o Coxr^rom\^^--Yio^lg\^s-■-l:\.^xs 
. ,. breaking laith, the future promised no se- 

Assault on •. %.• L-n j j .u .,a .• xt 

e curity — This bill produced the "Anti Ne- 

bumner. , / ,. ,, f ^, ^. r-. ui- 

brasKa Men, and then the Republican 

Party — No Slavery, 
japan opened 1854, Com. Perry. 



Note — Slavery had split political parties, religious denom- 
inations N. and S,, and now is to split the Nation. 
Desperate for more Slave territory, by filibustering 
and Ostend Circular it reaches after the West Indies 
(Buchanan) if not for central America (W. Walker) 



87 



XIII. James Buchanan — "The Bachelor^President," 1853-1861. 

Democrat — Laws. 
Issue — Slavery (Kansas Nebraska Act) — Republican — No Laws. 

"Knownothings, " 

1851 I. Dred Scott Decision (Taney) — "Negroes are cattle." 

2. '59 John Brown's Raid (Harpers Ferry) — Fear of Negro 

Riots in the South. 

3. '60 Lincoln Elected Nov. 

S. C. Dec. 20 — Six more States in '61, Jan. and 

Secfssion ^^^- — Four border States in May and June — Con- 

'^' federate States — J. Davis — A. H. Stephens, S/a>- 

of the West fired on Jati. 9, '6/. 

19 
5. Kansas — Atlantic Cable — (Cyrus W. Field) — Mormon trouble. 

Note — The Southern conventions appointed by the people 
now 7i<ithout asking pertiiission of the people sent 
delegates to Montgomery, Ala. and the delegates 
there formed a new Government — Confederate States 
of America— Elected Pres. and Vice-President, 
adopted a Constitution and Flag and took steps to 
form an Army and Navy. Thus the voters of Six 
States Feb. 4, without having a word to say in the 
matter, were made subjects of an Illegal Gov't., 
Stephens for instance was speaking against Secessioyi 
90 days before. 



S8 

XIV. 
SLAVERY QUESTION. 

Now loo years old in Spanish and Port- 
ibiq — Introduced into Jamestown — ugese America, and 50 years old in the 

W. Indies. 
1628 — Introduced into New York and '30 into Mass. 

1660-1676 — Opposed by Colonies, Enforced by England — ^j^jjg Slavery 

jbji — Accepted as State Policy by S. C. — Gov. Yeamans. 

1741 — Negro Riots in N. Y. 

'774 — Id the Continental Congress the South struck out Slavery as one of 

the grievances to be redressed. All the Colonies agreed to stop Slave 

Trade. 
jjy() Struck out of Declaration of Independence by the South, Slavery 

existed in all Colonies till 1780. 
1^84—^0 Slavery in S. W. Territory. Lost by one vote from N. Y. 
1787— Ordinance of '87— No Slavery in N. W. Territory. In discussing 

Constitution S. C. and Ga., said "No Slave no Union." 

1788 And the Compromise was no Foreign Slave Trade after 20 years. 

ijgo-iS20 — Laws passed against Slavery by all Colonies North of Mason 

and Dixon line. 
i7g3_Cotton Gin— (Eli Whitney of Mass). 

iSoj — Louisiana Purchase — No disturbance of Domestic Relatioyi. 
1808 — Foreign Slave Trade ceases— Declared Piracy in 1820. 
1819 — Florida bought of Spain, and claim to Texas given up. 
1829 — Compromise. 
1831 — Abolition Movement — Wm. Loyd Garrison '37 Alton Riot — Lovejoy, 

■38 Abolition Petitions Refused, and 1840 Abolition Party. 

Mexico killed Slavery 20 
jS4£ — Texas annexed with privilege of slaves — years before in the Terri- 
tory. See La. 

1846— Mexican War and Cession— Wilmot Proviso— "Free Soilers." 

_ ., „.,, ^ • r o Local Option in Territory. 

1850-Omnibus BiU-Compromise of i850-j,^gj^j^/gi^^,g Law. 

, - . ,. J VT v^ 1 V . Kansas Struggle, '55-60. 

18o4-Kansas and Nebraska Act-Q^^^^^^ Circular, W. Walker. 

(Republican Party). (S. kept Ks. out till after Lincoln's election). 
iSji — Dred Scott Decision (Taney). 

This was anticipated in Buchanan's Inaugural. 
1859 — John Brown's Raid. 
i860— Lincoln Elected Nov. — Secession, Dec. 20, June 1S61. 

Confederacy, Feb. 4, 1861. rebellion. 
1893 — Emancipation Proclamation— Not a war Issue, Jan. i. 
1865-1869— Amendments XIII, XIV and XV. 
Reconstruction. 



39 



REFERENCE BOOKS. 

I. A List of Books that cover the special references on page 6 for the 
first three grades. 

These books may be used for other grades also and make a very good be- 
ginning for an Historical Library. 

Hale's Stories of Discovery, Robert Brothers, Boston $i oo 

Moore's Pilgrims and Puritans, Ginn Co., Chicago 60 

Johonnot's Stories of our Country, American Book Co., Chicago 

Grand Fathers Stories 27 

Stories of Heroic Deeds 30 

Stories of Our Country 40 

Watson's The Boston Tea Party, Lee & Shepard, Boston 35 

Blaisdell's Stories of the Civil War, Lee & Shepard, Boston 35 

Monroe's Stories of Our Country, Lee & Shepard. Boston 35? 

Pratt's American History Stories, Educational Publishing Co., 

Chicago, Four volumes at 36 cents i 44 

Eggleston's First Book in American History, American Book Co., 

Chicago 60 

Total $5 66 

n. A List of Books which with the above list will furnish References 
and Supplementary Reading for the first seven grades. 

Dodge's Stories of American History, Lee & Shepard, Boston 30 

Gillman's Historical Readers, Vol. I, 0.36; Vol. H, 0.48; Vol. IH. o 60. i 44 
Scudder's Short History of United States. Taintor Bros. & Co. N. Y . . 60 
Abernethy's Autibiography of Franklin, Effingham Maynard & Co., 

N. Y 30 

Higgin,s Young Folks' History of American Explorers, Lee & Shepard, 

Boston I 20 

This book contains eight papers of the Young Folks' Series. 
Historical Classic Reading, Effingham Maynard & Co., N. Y.,ioat 

12 cents each i 20 

Total 5 04 

Every school in the county should be supplied with List I, at least. 
By an effort on the part of the teacher and a few of the interested patrons 
many of the schools will be able to supply themselves with both List I and II. 

These books will form a nucleus for an Historical Library in the district 
which may be added to from time to time by the proceeds from school enter- 
tainments; a library which must prove of inestimable value to pupils and 
parents alike, 

These books may be secured through the Commissioner at a cost coQsid» 
erably less than the retail prices quoted here. 



PRESS OF 

FRANK N. GREEN, 

OLIVET, MICHIGAN. 



